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• French - F–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as verb tenses (l’imparfait, le futur simple, le conditionnel) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions. Task characteristics and conditions...

  Level description | Languages | French | F–10 Sequence

• Mathematics Version 2.0: Level 3 achievement standards

  By the end of Level 3, students order and represent natural numbers beyond 10 000, classify numbers as either odd or even, and use the properties of odd and even numbers. They partition, rearrange and regroup two- and three-digit numbers in different ways to assist in calculations. Students...

  Level description | Mathematics | Mathematics Version 2.0 | Level 3

• Mathematics Version 2.0: Level 4 achievement standards

  By the end of Level 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. Students use mathematical modelling to solve financial and other practical problems, formulating the problem using...

  Level description | Mathematics | Mathematics Version 2.0 | Level 4

• Mathematics Version 2.0: Level 5 description

  In Level 5, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration, vocabulary expansion and experimentation. As students develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use the language being studied to communicate...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Students use the language being studied...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• VCELT306

  Discuss literary experiences with others, sharing responses and expressing a point of view

  Elaborations

  • sharing and discussing own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
  • drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'

  VCELT306 | Curriculum content | English | Level 4 | Speaking and Listening | Literature

• VCASFC046

  Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place

  Elaborations

  • identifying markers of social and cultural identity that may be important across cultures as well as in the Deaf community, for example, elements of language or behaviours associated with family, community, location, age or gender
  • building a basic understanding of the concept of Deafhood and of how individual journeys of identity contribute to social relationships and community, for example, by describing their own journey of identity development, including elements such as family, the influence of Deaf role models, significant life events or personal connections with the local Deaf community
  • working with elders to map relationships and connections within their community, for example by identifying links between notable deaf families, and by considering how personal connections with the community contribute to their sense of identity
  • investigating the historical origins of signs linked to identities, for example, the signs for LIBRARY and ADELAIDE were derived from original name signs for people
  • considering how the relationship between language and identity plays a role in contributing to individual, peer group and community wellbeing
  • exploring how different technologies are used by deaf people to support social networks and strengthen their sense of shared identity
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
  • exploring the role of personal narratives in teaching and supporting deaf children to develop strategies to navigate a hearing world, such as carrying paper and pen or smart phone to type notes
  • learning from Deaf elders about roles and responsibilities with respect to caring for their culture’s places and spaces and preserving a sense of shared identity, for example, by maintaining and passing on artefacts, images and stories, creating new uses for Deaf places or participating in Deaf festivals, fair days and National Week of Deaf People activities
  • recognising that their first language is a birthright that contributes to their identification with the Deaf community and its traditions
  • identifying examples of deaf people who have been recognised for different reasons in the wider society, for example, Alastair McEwin, and discussing whether such recognition contributes to their own sense of identity and belonging
  • interviewing local Deaf elders about their experiences in Deaf schools and other Deaf places and discussing how their experiences create a collective sense of identity
  • discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual language and being able to communicate from a distance

  VCASFC046 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• Design and Technologies: Level A description

  In Level A, students are exposed to technologies, including its purpose and how technologies meet every day personal needs.

  Students experience the characteristics and properties of some familiar designed solutions from one of the technologies contexts:

  • Engineering principles and systems
  • Food and...

  Level description | Technologies | Design and Technologies

• English: Level 3 achievement standards - Writing

  Students' texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge letter...

  Level description | English | Level 3 | Writing

• Ethical Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understandings to explore the tensions related to ethical concepts and decision making. Students extend their exploration of the two major ways to approach ethical deliberation – thinking about consequences...

  Level description | Capabilities | Ethical Capability

• Languages | Classical Greek: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Classical Greek

• Languages | Latin: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Latin

• Personal and Social Capability: Foundation Level achievement standards

  By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. They recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. They recognise that attempting new and challenging...

  Level description | Capabilities | Personal and Social Capability | Foundation Level

• Personal and Social Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on exploring the expression of emotions and how the expression of emotions can impact on relationships with others. Students consider the characteristics of respectful relationships and the behaviours that demonstrate sensitivity to diversity. The curriculum...

  Level description | Capabilities | Personal and Social Capability

• VC2M9ST03

  represent the distribution of multiple data sets for numerical variables using comparative representations such as back-to-back stem-and-leaf plots and histograms; describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi-modal’; compare data distributions using mean, median and range...

  Elaborations

  • describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’, ‘symmetric’ and ‘bi-modal’
  • using stem-and-leaf plots to compare 2 like sets of data such as the heights of girls and the heights of boys in a class
  • constructing grouped histograms that show trends in health issues such as lung cancer, leukaemia, stroke and diabetes, and using the graph to justify, verify or invalidate claims
  • exploring comparative data presented in reports by the National Indigenous Australians Agency in regard to ‘Closing the Gap’, discussing the comparative distributions within the context of the data, for example, comparative data presented in the ‘Closing the Gap – Prime Minister’s Report’ 
  • comparing means, medians and ranges of 2 sets of numerical data that have been displayed using histograms, dot plots or stem-and-leaf plots

  VC2M9ST03 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• Spanish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

  Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students exchange information, ideas and opinions on a broad range of social, environmental, educational and community issues. They summarise and justify points of view and use reflective language to respond to others’ opinions and perspectives, for example, RIGHT-YEAH,...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10

• VCGGC085

  Describe and explain the diverse characteristics of places in different locations from local to global scales

  Elaborations

  • researching the population size and density of a selection of countries around the world
  • exploring the diversity of environments and types of settlement, in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • examining how the use of space within an area may be influenced by designation of land, for example, national parks, reserves, significant sites

  VCGGC085 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy